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The 2004 edition of Education Policy Analysis contains state-of-the-art reviews of policy issues and international developments in the role of non-university institutions in widening access to tertiary education and in making it more diverse and relevant; how countries can gain educational returns from their investments in educational ICT; the challenges that lifelong learning poses for schools; and how tax policies can help to foster lifelong learning. The 2004 edition also includes a summary of recent major education policy changes across a wide range of fields in OECD coun

Introduction -- 1. Language, National Identity, Old and New Minorities: An Overview -- 2. Theoretical Framework: Looking at the Agenda of Language Education Policy Through the Multiple Streams Framework Lens -- 3. The Problem Stream: Language, Migration and Integration Between Assimilation and Intercultural Dialogue -- 4. The Politics Stream: What do Political Entrepreneurs Think About Migrants' Linguistic Integration? -- 5. The Policy Stream: Searching for Migrant Language Rights and Policies in Europe and Beyond -- 6. If Someone Has Done It, Can Everybody? Foundations for Language Education Policy Learning -- Conclusions: For an Inclusive Europe.

An attempt is made in this paper to analyze the state of primary education in India. Using various data-sources and secondary research, we provide a description of the salient features of the public education system in India for primary schools (grades one through five) as well as educational outcomes, both in terms of quantity and quality. Literacy rates, especially in the younger age groups, for both boys and girls are on an upward trend. This is an extremely positive outcome as historically India has suffered from endemic illiteracy. However, rising literacy rates have been accompanied by unevenness of achievements: across Indian states and across various socioeconomic groups. States in the Western and Southern zones of India outperform those in the East and Center. Moreover, the densely populated states of Uttar Pradesh, Bihar and Rajasthan continue to lag behind the rest of India. Literacy rates for girls, rural residents, and especially members of scheduled castes and scheduled tribes also lag behind those for boys, urban residents and the upper castes. In terms of physical access to schools, more than ninety percent of the Indian population now has a primary school located within one kilometer of their place of residence. However, many schools have only one or two classrooms and most lack running water and toilets. These features are not conducive to a learning environment. The really critical aspect of the Indian public education system is its low quality. Even in educationally advanced states, an unacceptably low proportion of children who complete all grades of primary school have functional literacy. There is a lot of 'waste' in the school system as evidenced by the large percentage of children who drop-out before completing primary schooling. Such inefficiency is compounded by teacher apathy, teacher absenteeism, very high pupil-teacher ratios and inadequate teacher training. Public expenditure on education in India has been rising over time. After the District Primary Education Programme (DPEP) which was launched in 1994, the federal government launched the Sarva Shiksha Abhiyan (SSA) in 2001 with the goal to universalize primary education (grades one to five) by 2007 and elementary education (grades one to eight) by 2010. Unlike the DPEP, SSA is funded entirely by domestic resources and provides the states with a strong initiative backed by funding to tackle illiteracy among the young members of their population. Another policy that has been very successful in increasing enrollments, attendance and retention of students in primary school is that of the provision of mid-day meals. There are lessons to be learnt from the diverse experiences of Indian states in terms of their achievements in literacy. While in Kerala, strong social intermediation by the government has proved successful, in Himachal Pradesh, social capital and community participation seem to have led to similar success.

"The categories commonly mobilized to think about education have long been associated with the notion of the nation state, and functioned as obstacles, rather than resources, for our understanding of how globalization plays out in this particular field. In the last two decades, both social theory and comparative politics have attempted to overcome these limitations in their own way. Social theory increasingly acknowledged education as a global phenomenon. Theories have been developed to describe a global society evolving across borders. They show how, through processes that remain debated (cultural isomorphism, capitalism, functional differentiation), a number of structural and semantic evolutions have spread across education systems. Part I of this Handbook is dedicated to presenting, discussing, and comparing three such theories of globalization and their implications for our understanding of education and education policy. Comparative politics has for its part concerned itself with developing a more complex, less unified and 'transformationalist' view of the State by acknowledging the fragmentation and distribution of its functions among distinct domains and levels. Part II gravitates around this global constellation, with chapters focusing on global reforms, norms and ideas put forward by supranational organizations, on international accountability processes and on the ways in which nation states or local actors adopt, implement or resist global ideas and reforms. The two Parts reflect these disciplinary approaches to the relation between globalization and education. Together, these two approaches seek to provide a comprehensive overview of how globalization and education interact to result in distinct and varying outcomes across world regions"--

Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of figures and tables -- Notes on contributors -- Acknowledgements -- List of abbreviations -- Foreword: a tribute to Christopher Colclough -- 1 Education and the reform of social inequalities in the Global South: an introduction -- PART I The economics and politics of educational reform -- 2 The changing pattern of returns to education: what impact will this have on earnings inequality? -- 3 Unequal access to education: accounting for change and counting costs -- 4 Education for All in India and Sri Lanka: the drivers and interests shaping egalitarian reforms -- 5 Public-private partnerships in education: do they offer an equitable solution to education in India and Pakistan? -- 6 The influence of politics on girls' education in Ethiopia -- PART II Challenges and opportunities in addressing inequalities through education -- 7 Overriding social inequality? Educational aspirations versus the material realities of rural families in Pakistan -- 8 Confronting social inequality through fertility change in Punjab, Pakistan: the role of girls' schooling -- 9 Teenage pregnancy and social inequality: an impediment to achieving schooling for all in Uganda -- 10 Complementary basic education: parental and learner experiences and choices in Ghana's northern regions -- 11 Addressing dilemmas of difference: teachers' strategies to include children with disabilities in rural primary schools in India -- 12 Social distance, teachers' beliefs and teaching practices in a context of social disadvantage: evidence from India and Pakistan -- Index.

Intro -- Title page -- Contents -- Foreword -- Acknowledgements -- Abstract -- Executive summary -- Introduction -- Chapter 1. Counter-radicalisation policy and the education sector -- Chapter 2. Issues faced by education professionals -- Chapter 3. Issues faced by students and their families -- Chapter 4. Challenges to human rights and fundamental freedoms -- Chapter 5. Challenges to the goals of democratic education -- Chapter 6. Challenges to the goals of counter-terrorism policy -- Conclusion -- Recommendations -- References -- About the author -- Copyright -- Table of contents.

"Distance education efficiencies: An emerging state and institution partnership" is a podcast with Marshall Hill, Executive Director for Nebraska's Coordinating Commission for Postsecondary Education (NCCPE). Hill discusses the State Authorization Reciprocity Agreement (SARA) including development, funding, governance and potential areas of concern. In its early conception, SARA was the result of the efforts of the Presidents' Forum, Council of State Governments, regional higher education compacts, and the Commission on the Regulation of Post-Secondary Education. These entities came together to develop a more efficient and less costly way for institutions to enroll out-of-state students in their distance education programs. Hill highlights the complexities of the adoption process and lays out a timeline for SARA going forward. Interview facilitation, commentary and discussion presented by Kathryn Dodge, Alison Griffin, and Elise Scanlon of Radio Higher Ed.